Teacher Quality and Gender as Predictors of Primary School Pupils Performance

1.0 Introduction

1.1 Background of Study

In Nigeria, the historical perspective on teacher quality and gender dynamics in education has evolved significantly. After gaining independence in 1960, Nigeria made substantial efforts to improve its education system. However, it was only in the late 20th century that the country began to prioritize teacher training and gender equity in education. The National Policy on Education (NPE) of 1981, and its subsequent revisions, highlighted the need for better teacher education and gender balance in schools, aiming to reduce disparities in student performance across gender lines (Federal Ministry of Education, 2004).

The quality of education in any country is fundamentally influenced by the competence of its teachers and the individual characteristics of learners. In primary education, which forms the foundation for lifelong learning, teacher quality and pupil characteristics such as gender play pivotal roles in shaping academic achievement. Teacher quality encompasses a range of attributes, including academic qualification, teaching experience, pedagogical competence, classroom management skills, and subject matter expertise (Akinsolu, 2010). The influence of gender on academic performance in Nigerian schools has also been studied in more recent years. Researchers have explored how gender-based inequalities in education persist, despite governmental efforts to promote gender equity. Studies such as those by Urevbu (2007) and Afolabi (2013) accent that while girls' education has improved, gender disparities in academic performance remain, particularly in science and mathematics.

In recent years, concerns have been raised about the declining performance of pupils in primary schools, particularly in developing countries such as Nigeria. Studies have consistently shown that students taught by highly qualified and experienced teachers tend to perform better academically compared to those taught by less qualified educators (Rivkin, Hanushek, & Kain, 2005). In addition to teacher-related factors, pupil gender has also been identified as a potential predictor of academic achievement. Research suggests that boys and girls may exhibit different learning patterns, levels of engagement, and academic outcomes due to a range of biological, psychological, and sociocultural influences (Eze, 2019). For instance, gender-based teacher expectations and classroom interactions may unintentionally favor one gender over the other, thus affecting performance. In some contexts, societal beliefs about gender roles influence parental support and attitudes toward education, further compounding the differences in achievement between male and female pupils (Okeke, 2018).

According to Darling-Hammond (2000), education remains a powerful tool for national development, and its success largely depends on the quality of teaching and the characteristics of the learners. Teacher quality refers to a composite of professional qualifications, subject matter knowledge, pedagogical skills, teaching experience, and classroom practices that influence learning outcomes (Darling-Hammond, 2000).

Gender according to World Health Organization (2023) defined as the socially constructed roles, behaviors, and attributes that a society considers appropriate for men and women (World Health Organization, 2023) has also been recognized as a factor influencing academic performance. Research has shown that boys and girls may perform differently in school due to gender-specific expectations, teacher-student interactions, and socio-cultural norms (Eze, 2019). Therefore, this research study seeks to examine the extent to which teacher quality and gender predict pupils' academic performance in primary schools.

1.2 Statement of Problems

Investigation revealed that many schools in Nigeria continue to struggle with teacher shortages, inadequate training, and low motivation, all of which negatively affect the quality of teaching and, consequently, the academic performance of pupils (Akinsolu, 2010). In addition to teacher quality, gender differences in academic performance have long been a subject of concern in educational research. Although various policies have been implemented to promote gender equality in education, research continues to show that gender influences how students perform in school. Gender-based expectations, stereotypes, and classroom interactions often affect how teachers engage with male and female students (Okeke, 2018).

Furthermore, boys and girls may experience different levels of encouragement, classroom participation, and teacher support, which can lead to disparities in their academic outcomes. For instance, boys may be encouraged to excel in subjects like mathematics and science, while girls may be steered toward humanities and arts (Eze, 2019). It is against the backdrop that this study seeks to examine the extent to which teacher quality and gender predict pupils' academic performance in primary schools.

1.3 Aim and Objectives of Study

The aim of this study is to investigate the influence of teacher quality and gender on the academic performance of primary school pupils.

The specific objectives of the study are as follows:

1. To examine the extent to which teacher quality affects the academic performance of primary school pupils.
2. To assess how gender differences influence the academic performance of male and female pupils in primary schools.
3. To explore the interaction between teacher quality and gender in shaping the academic outcomes of primary school pupils.
4. To investigate the perceptions of teachers and students regarding the role of teacher quality and gender in influencing pupil performance.
5. To recommend strategies for improving teacher quality and addressing gender disparities in primary school education.

1.4 Research Questions

Based on the stated objectives, the study seeks to answer the following research questions:

• To what extent does teacher quality influence the academic performance of primary school pupils?
• How do gender differences impact the academic performance of male and female pupils in primary schools?
• What is the interaction between teacher quality and gender in shaping the academic performance of primary school pupils?
• What are the perceptions of teachers and students regarding the influence of teacher quality and gender on pupil performance?
• What strategies can be recommended to improve teacher quality and reduce gender disparities in primary school education?

1.5 Research Hypotheses

In order to pursue the objective of this study, the following generalized statements have been designed to guide and aids in obtaining the result for the experiment to be conducted. For this work, the null hypothesis will be represented with H0 while the alternative hypothesis will be represented with hypothesis H1.

• H₀1: Teacher quality and gender do not significantly influence the academic performance of primary school pupils.
• H₀2: Gender differences significantly influence the academic performance of male and female pupils in primary schools.
• H₀3: Teachers and students have different perceptions regarding the role of teacher quality and gender in influencing pupil performance.

1.6 Significance of Study

The outcome of this research study will be relevant to educators, policymakers, and stakeholders seeking to improve primary education in Nigeria, particularly in enhancing teacher effectiveness and promoting gender equality in schools. The research findings will also guide the formulation of educational policies that ensure both quality teaching and gender equity in classrooms.

Furthermore, administrators will be able to use the study's findings to create supportive school environments where teachers receive the necessary training and resources to address both gender disparities and the enhancement of teaching practices.

Lastly, the study will be beneficial for students, particularly primary school pupils themselves, as it will contribute to an education system that is more responsive to their unique needs, regardless of gender.

1.7 Scope of Study

This study will focus on the impact of Information Technology (IT) on the administration and management of organizations within Lagos State, Nigeria. The scope will cover the integration of various IT tools, such as Enterprise Resource Planning systems, Customer Relationship Management systems, and other digital platforms that are used to streamline administrative tasks and improve decision-making processes. The research will cover the academic year 2024/2025, with data collected through surveys, interviews, and academic performance records from selected schools.

1.8 Limitations of the Study

During the course of this study, there were some problems encountered which stood as limitations to the research work. Some of the limitations include:

1. Data Collection Constraints: The data collected through surveys and interviews from teachers, pupils, and administrators were based on self-reports, which introduced the possibility of bias. Participants might have provided socially desirable responses, leading to inaccurate representations of their views and experiences. Additionally, variations in how schools recorded academic performance were also a limitation.
2. Delay from Respondents: The study was also delayed by the slow response rate from some of the teachers, school administrators, and pupils involved in the survey and interview phases. Several respondents were delayed in providing their feedback, which led to extended data collection periods and affected the study's timeline.
3. Financial Constraints: Limited financial resources were a significant constraint in the execution of the study. The budget restrictions affected the scale of the study, particularly in terms of the number of schools that could be surveyed, the number of participants involved, and the costs associated with data collection and analysis.
4. Time Constraints: Due to time limitations, the study was not able to cover as many schools or respondents as initially planned. The time allocated for data collection and analysis was shorter than expected, which resulted in a more focused sample and limited the breadth of the study's findings.

1.9 Definition of Terms

Teacher Quality:

Teacher quality refers to the overall effectiveness of a teacher in influencing student learning and academic achievement. It encompasses a wide range of factors, including formal education, subject knowledge, teaching experience, instructional strategies, classroom management skills, and the ability to engage and motivate students (Darling-Hammond, 2000). High-quality teachers possess a combination of expertise, skills, and attitudes that positively affect the academic and personal development of students.

Gender:

Gender refers to the social, cultural, and behavioral characteristics associated with being male or female. In the context of education, gender influences students' learning experiences, opportunities, and outcomes. Gender differences in academic performance have been the subject of extensive research, as societal expectations and classroom dynamics often impact how male and female students learn and perform (Bayer & Roudi, 2014).

Primary School Pupils:

Primary school pupils are children who are enrolled in the first stage of formal education, typically ranging from ages 5 to 11 years. These pupils are in the early stages of their educational journey, and their academic performance is influenced by multiple factors, including teacher quality and gender-related dynamics (Fletcher & Tienda, 2009).

Academic Performance:

Academic performance refers to the measurable outcomes of a student's learning, typically assessed through grades, test scores, and other forms of evaluation. It is used to determine the effectiveness of education and the extent to which students have achieved the learning objectives set by the curriculum (Boser, 2013). Academic performance is often influenced by factors such as teacher quality, student motivation, and gender-related issues within the learning environment.

Pedagogical Practices:

Pedagogical practices are the methods and strategies used by teachers to facilitate student learning. These include lesson planning, instructional delivery, assessment techniques, and classroom management. Effective pedagogical practices contribute to higher student engagement and improved academic outcomes (Hattie, 2009).

Gender-Sensitive Education:

Gender-sensitive education refers to an educational approach that acknowledges and addresses the different needs, interests, and abilities of male and female students. It aims to create an equitable learning environment that challenges stereotypes and promotes equal opportunities for all students, regardless of gender (UNESCO, 2008).